Presentació que acompanya el Tema2. Espais Vectorials de l'assignatura Fonaments matemàtics impartida per M. Rosa Estela el primer curs d'Enginyeria Civil
Presentació sobre els espais vectorials i la seva relació amb els elements finits, així com la seva aplicació en la resolució de problemes científics

Español sencillo: Elementary Spanish IThis is a full "textbook" for Introductory Spanish I (101), which constitutes an entire semester of college-level Spanish. The course could be used in a high school setting, though more materials/activites would likely be needed to fill out the additional class time. This work, especially the first few chapters, builds upon the OER Hola a Todos: Elementary Spanish I, by Elizabeth Combier and Mariana Stone. Their work is hosted by Galileo Open Learning Materials. This work was funded by a 2019 Open Education Resource Grant from the University of Pittsburgh. 

Here are the guidelines for Essay 1. Choose one topic to write the first essay.

Essay 3 Guidelines. After you complete the Writing in the Zones Exercise, follow these guidelines to draft Essay 3.

Introduction to Geology students are asked to write a two page (5-6 paragraph) editorial that addresses what geology is and why it is important to society. To gather the information for their editorial, students have to interview at least five individuals (two of whom have to be professionals or faculty members), and consult the mission statements and goals of professional geology organizations (i.e. AAPG, AGU, GSA, SEPM, etc.) Students then synthesize their research and construct a well-written editorial with appropriate citations that will either explain, persuade, criticize, or praise. In completing the assignment, students not only better understand why it is good to study geology, but also have an appreciation for the scope and content of an Intro to Geology course.
Teaching Tips
Adaptations that allow this activity to be successful in an online
environment
I have not used this activity in an online environment, although students in my face-to-face class submit their assignment online through learning management software (i.e. BlackBoard, Desire2Learn, etc.).

Elements of this activity that are most effective
This is effective because it requires that students become active in the learning process, and although the writing is minimal, they have to really pay attention to their wording, point of view, and purpose. Moreover, when students interview professionals, other faculty, their parents, or friends, they are often engaged in interesting conversations that provide important insights. I have found that this helps motivate students and excites them about the content of the course.

Recommendations for other faculty adapting this activity to their
own course:
I recommend that other faculty use the content of the editorials periodically by referring back to student responses throughout the duration of their courses. It helps draw students back into the course, and helps connect them to why they are studying geology in the first place. In years when written work are less than satisfactory, I often require students to swap editorials and provide peer critiques. This usually helps students who struggle with their writing.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

My Implementation goals
Provide OER resources for course
Share OER resources for ethical activities, assessments, and outcome attainment
Empower students by implementing both universal design and culturally responsive methods, strategies, and resources to allow students to more fully engage in the topic of ethics in education and their own practice.

The following are the learning outcomes specific to this course:
Recognize, describe, and critique current ethical theories.
Recognize, describe, and apply current ethics practices and issues in education.
Evaluate ethical and professional issues relevant to the practitioner, scholar-practitioner, and scholar.

This outline serves as an Ethnic Studies Community Project assignment and could be implemented throughout the course. As this project will be carried out in the community, addressing a contemporary social problem within the discipline, it could be supplemented with the content of the course. Each section below takes about 1-2 weeks to complete. At the end of the semester, students should be able to present their group project describing their findings, conclusions, and experiences. This could also be used as a written assignment and/or presentation.

Module on Ethnic Studies Key Terms and Origins. Module can be used for introduction level Ethnic Studies course. 

This is one of the first assignments that we give students in Ethnographies of Work.  It is based off the OER chapter in Ethnography Made Easy on Autoethnography 

Derivation of Euler's formula from a Taylor series expansion of the expontential function for a complex argument.Derivation of the multiple angle trig identities for sine and cosine using the Binaomial theorem and Euler's formula.

Derive Euler's formula from the Taylor series of the exponential function with a complex argument.
Derive the multi-angle trigonometric identities using Euler's formula.
Derive the Binomial theorem by induction.

A lesson plan based on a quick video overview of "The CRAAP method for evaluating sources of information" by Kallie Gay.

Students use the 5 Ws (who, what, when, where, why, and how) to evaluate an information source and determine if they would cite it in a paper. This assignment is used as an information literacy exercise at the University of Tennessee Libraries, where students are given a New York Times column to read before completing the assignment in groups.

For a copy of this resource as it was originally given to students, go to: https://drive.google.com/file/d/0B0vtrPDaeiV6VFJUYUNzRGlfb00/view?usp=sharing. Results of the use of this activity were shared in an article published in the journal Reference & User Services Quarterly 53, no. 4 (Summer 2014): 334-347.

This Project has been completed as part of a standard  Calculus 3 in-person course with during Fall 2023 semester at MassBay Community College, Wellesley Hills, MA.